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PowerPoint Slides to Accompany Instructional Strategies for Middle and High School, 2e by Bruce Larson and Timothy Keiper. Figure 1.1. Intrinsic motivation and “flow.”. Figure 1.2. The learning cycle in differentiated instruction. Table 1.1 Immigration and your students. Figure 2.1.

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Presentation Transcript
slide1

PowerPoint Slides to Accompany Instructional Strategies for Middle and High School, 2e by Bruce Larson and Timothy Keiper

figure 1 1
Figure 1.1

Intrinsic motivation and “flow.”

figure 1 2
Figure 1.2

The learning cycle in differentiated instruction.

figure 2 1
Figure 2.1

Linking life, education, school

figure 2 2
Figure 2.2

Curriculum and stake holders

figure 3 1
Figure 3.1

Goals, long-term targets, and short-term targets

figure 3 2
Figure 3.2

Updating Bloom’s taxanomy

table 3 1
Table 3.1

Recent assessment trends

table 3 2
Table 3.2

Comparing five assessments

table 3 3
Table 3.3

Presentation rubric

figure 4 1
Figure 4.1

Schwab’s four commonplaces

figure 4 2
Figure 4.2

Planning for improving future lessons

chapter 5 lecture interactive presentation
Chapter 5: Lecture/Interactive Presentation

Where lecture falls on the continuum of teacher-centered vs. student-centered learning

figure 5 1
Figure 5.1

Sample “outline web” of main ideas

chapter 6 questioning
Chapter 6: Questioning

Where questioning falls on the continuum of teacher-centered vs. student-centered learning

figure 6 1
Figure 6.1

Question construction wheel

figure 6 2
Figure 6.2

Example of a student map created during a Socratic seminar (from one of Bruce Mansfield’s students)

chapter 7 concept formation
Chapter 7: Concept Formation

Where concept formation falls on the continuum of teacher-centered vs. student-centered learning

figure 7 1
Figure 7.1

Different levels of learning

table 7 2
Table 7.2

Charting concepts: fruit

table 7 3
Table 7.3

Charting word formations for concepts

chapter 8 cooperative learning
Chapter 8: Cooperative Learning

Where concept formation falls on the continuum of teacher-centered vs. student-centered learning

table 8 1
Table 8.1

T-chart for “working together in a group”

box 8 1
Box 8.1

Group and self evaluation

box 8 2
Box 8.2

Group biography planning sheet

chapter 9 simulations role play and dramatization
Chapter 9: Simulations, Role-Play, and Dramatization

Where concept formation falls on the continuum of teacher-centered vs. student-centered learning

table 9 1
Table 9.1

Appropriate terms for simulations

box 9 1
Box 9.1

Simulation score sheet

table 9 2
Table 9.2

Persuasive paper rubric

chapter 10 discussion and debate
Chapter 10: Discussion and Debate

Where discussion and debate fall on the continuum of teacher-centered vs. student-centered learning

figure 10 1
Figure 10.1

Future’s wheel brainstorm web

figure 10 2
Figure 10.2

Diagram of a fishbowl discussion seating arrangement

figure 10 3
Figure 10.3

Screenshot of threaded discussion

table 10 1
Table 10.1

Clipboard checklist for classroom discussions

figure 10 4
Figure 10.4

Discussion rating scale

chapter 11 student directed investigation
Chapter 11: Student-Directed Investigation

Where student-directed investigation falls on the continuum of teacher-centered vs. student-centered learning

figure 11 1
Figure 11.1

Stages of the inquiry process

table 11 1
Table 11.1

Analytic rubric for

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